Columbia University, School of Architecture.

COLUMBIA UNIVERSITY

SCHOOL OF ARCHITECTURE

Avery Architectural and Fine Arts Library
Gift oi Seymi >i r B. Durst Old York Library

LOCATION The School of Architecture enjoys special advantages because of its location,
forming part of a university in a great metropolis. New York City, with its en-
virons, presents an extensive historical record of building and social develop-
ment and serves as a laboratory of unsurpassed richness and variety, wherein
examples of almost any problem relating to the study of architecture may be
found. Situated within the city, the School can procure the frequent services
of eminent practitioners, lecturers, and critics. Situated within the University,
the School benefits by the collaboration of other departments through teaching
staff, equipment, and experimental work in field or laboratory.

OBJECTIVES Architecture takes form according to the needs and ideals of society. Today,
we are admittedly in the midst of great social change, which is inevitably appar-
ent in contemporary architecture. A school devoted to the training of archi-
tects must combine, through its curriculum, principles of stability with flex-
ibility, so that permanent values will not be lost, while contemporary problems
will be understood and given their proper significance. The student must learn
to recognize fundamental qualities in human nature and in the material world,
so that he will not be unduly influenced by fads and fashions. Having a knowl-
edge of the past and of the present, he will be prepared to cope with the drastic
changes that are still before him and to produce designs that will not only have
aesthetic value, but will also conform to the needs of the day.

DEGREES The School of Architecture of Columbia University offers two professional
degrees: Bachelor of Architecture, which entitles the recipient to become a
candidate for the examination for state registration after completion of the
minimum requirement of three years' experience in the offices of recognized
practitioners; Master of Science in Architecture, a graduate professional de-
gree available for students who have received the degree of Bachelor of Archi-
tecture at Columbia University or at an institution which awards a degree in
architecture that is recognized as an equivalent by Columbia University.

ADMISSION The curriculum for the first professional degree is usually covered in four
years. Entrance to the School is based upon a previous college course of at
least one year. As the courses in the School of Architecture are all of a pro-
fessional nature, a solid preparation and general culture must be established
before entrance. It is desirable, that the pre-architectural student, before
entering the professional school, pursue college courses for two or more years
in English, one foreign language (preferably French or German), mathe-
matics at least through analytic geometry, and such general courses as the
college requires, maintaining a balance between the humanities and the
sciences. It is desirable to include a course in freehand drawing. Having com-
pleted these requirements, the student enters the professional school, remain-
ing for a period of four years, dividing his time about equally between the
training of creative capacities and the study of construction.

CURRICULUM Architecture being a three-dimensional expression, it is essential that the
beginner be taught at once to form conceptions in three dimensions. For this
reason, the student begins the study of design by modeling abstract forms,
DESIGN analysing them for balance, rhythm, proportion, and arrangement. He makes
many freehand sketches of the models from all angles and then translates the
model into the necessary two-dimensional drawings that an architect would
submit when presenting a project for execution.

The student continues his study of design through a series of problems,
progressing from simple requirements, in the beginning, to programs of con-
siderable complexity. Some problems require specialized investigation, such
as the processes of manufacture in the case of factories, methods of teaching in
the case of schools, or practices of worship in the case of churches; other
problems emphasize decorative design and are intended to stimulate the
imagination. The programs are written to parallel actual problems as closely
as possible, and are chosen to include a wide range of subjects, so that the field
of architecture may be covered in the most practical and comprehensive
manner. The work is criticized, during its development, by the instructors in
design and by the instructors in construction, so that theory, aesthetics, and
structure are learned as integral parts of the same project.

The more advanced problems receive additional criticism at intervals by vis-
iting practitioners. Each student is instructed individually and progresses
according to his capacity.

construction Classes in construction include the study of the theory and practice of build-
ing; mechanics of materials; calculation of structural members; and mechan-
ical equipment such as heating, ventilating, plumbing, and electrical appli-
ances. To supplement work in the classroom, students make numerous visits
to factories to study the fabrication of materials, and to buildings in course of
erection to study the methods of using them. Furthermore, during the summer
every effort is made to place the students, preferably in the field, so that they
can experience the actual workings of a job. The student will thereby learn
practical application, and also gain familiarity with the building crafts, which
are too numerous and too highly specialized to permit study through appren-
ticeship.

The understanding of contemporary architecture gained through design and
construction is broadened by the study of the history and theory of architec-
ture, which subjects develop the student's perception by familiarizing him
with the structures of all periods; they deepen his understanding of social
development and increase his knowledge of building by acquainting him with
many solutions of ever recurrent problems.

To prepare for this study of history and theory, the student follows, during
the first session of the first year, a course which combines both of these sub-
jects. Through a series of lectures supplemented by weekly trips, the role of
the architect in society is analyzed using the city of New York as an architec-

HISTORY
AND
THEORY

tural record, both historical and contemporary: the causes and effects of
growth in the city, increase in land values, social changes, the evolution of new-
types of buildings following new requirements, the place that the architect has
had in the development of these phenomena, the problems that have con-
fronted him, and the resulting solutions.

PAINTING,
SCULPTURE

drawing, Drawing, both freehand and mechanical, counts as a highly important factor
in the curriculum, for in acquiring this art the student learns not only to per-
ceive, interpret and create, but also to understand the qualities of form, and to
present his ideas with clarity and appeal. The architect should also have an
intimate knowledge of painting and sculpture. Though his crowded schedule
does not permit extensive study, a limited course in sculpture is specified,
which gives the student the invaluable experience of working directly upon
stone, wood, metal, and plaster. He thereby learns, by personal experience,
the specific qualities of various materials and the treatments best suited to each,
and he greatly develops his power of conception in three-dimensional design.

After having completed all other requirements, the student spends the last four
months of his schooling in studying a subject for his thesis and preparing it for
presentation and judgment. He must write a program for the project, create a
design, and work out the structural drawings, calculations, written descrip-
tions, and financial organization that would be required of him as an architect.

FELLOWSHIPS An architect's education is greatly enhanced by travel. The School of Archi-
tecture at Columbia University is particularly fortunate in having a generous
number of endowed fellowships for travel.

The William Kinne Fellows Memorial Fellowships are endowed by Mrs.
Elizabeth Steele Fellows in memory of her husband, William Kinne Fellows,
of the class of 1894. These fellowships are awarded to graduating students,
recipients of either the B.Arch. or the M.S. degree. About seven William
Kinne Fellows Memorial Fellowships are available every year; they vary in
stipend from $2,500 to $5,000 each. Awards are made to United States citizens
who have proven their merit in scholastic achievement during the entire course
of study in the School, in the quality of their final thesis, and in character
and maturity. All recipients must spend at least the greater part of one year
in travel and study under the direction of the Faculty of Architecture.

The Perkins, the Boring, the Schermerhorn Fellowships are awarded on the
basis of a competition in design. Graduates of the School who are citizens of
the United States are eligible for a period of ten years following the first con-
ferring of a degree. These fellowships vary in stipend from $2,500 to $3,000.

The McKim Fellowship is awarded on an appointive basis for special research
problems. The value of the fellowship is about $3,600. Graduates of the School

FELLOWSHIPS who are citizens of the United States are eligible for a period of twenty-five
years following the first conferring of a degree.

The Perkins, The Boring, The Schermerhorn and The McKim Fellowships
are awarded to alumni of the School and one of these fellowships is available
every second year. Recipients must spend at least the greater part of one year
in travel and study under the direction of the Faculty of Architecture.

The Quincy Ward Boese Fellowships are awarded annually to students
studying under the Faculties of Engineering and Architecture and those dis-
ciplines of the Faculty of Pure Science represented by the mechanical, physical,
and biological sciences. Undergraduates of Columbia University will be given
special consideration for reasons of outstanding academic proficiency. There
will be eight predoctoral fellowships with a stipend of approximately $1,800
and four postdoctoral fellowships of approximately $4,000 each.

♦

UNDERGRADUATE

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DRAWING
PAINTING
SCULPTURE

GRADUATE

GRADUATE WORK

Many students continue their study immediately after gradua-
tion or, preferably, after a year or two of work in an office or in
the field. At Columbia University, such a student has several
alternatives from which to choose.

ADVANCED ARCHITECTURAL DESIGN

For the study of advanced or specialized problems, students
continue their work upon problems in design, and supplement
it by independent research in construction and aesthetics
under the guidance of members of the Faculty.

RECHBATION CB"TER

90

92

A HOTEL FOR PENSACOLA BEACH, FLA.

PLANNING AND HOUSING

The unprecedented technological and sociological changes
that developed during the past century have created an urgent
need for arrangement and adjustment of the many physical
elements that constitute a community.

The division of planning and housing in the School of
Architecture was established to meet this need, and was set up
primarily for the study of urban and suburban residential
areas. The problems involved cover almost every branch of our
complicated social system — business, law, sociology, engineer-
ing, and statistics, as well as architectural design. For instruc-
tion in these subjects, various faculties of the University con-
tribute their services. To insure a realistic approach, the
student works in the field, applying classroom theory to actual
problems. Today the demand for professionals with this train-
ing greatly exceeds the supply.

Besides the candidates for the degree of Master of Science in
Planning and Housing, Special Students, not candidates for a
degree, are admitted to this studio.

EQU N

KEY TO ILLUSTRATIONS

1. J. Gordo

25. J. Milam

2. L. Tubman

26. C.Nesbitt

3. G. Kistler

27. J. Cohen

4. E. Kempa, J. Conkling,

28. J. Cohen

F. F-Chapel, W. Petchler

29.

R. Burley, A. Rasmussen

5. L. Tubman

30.

R. Burley, A. Rasmussen

6. F.Nisbet

31.

R. Burley, A. Rasmussen

7. E. Kempa

32.

R. Burley, A. Rasmussen

7a. R. Barnes

33.

R. Burley, A. Rasmussen

7b. R. Schwartz

34.

D. M. Campbell,

8. B. Souza

F. W. Heinsius,

9. B. Souza

N. J. Maggiora

10. B. Souza

35.

D. M. Campbell,

11. R.Schwartz

F. W. Heinsius,

12. R.Schwartz

N. J. Maggiora

13. W. Rapp

36.

D. M. Campbell,

14. W. Rapp

F. W. Hensius,

15. G.Via

N. J. Maggiora

16. G.Via

37.

D. M. Campbell,

17. P.Wilks

F. W. Hensius,

18. L. Greenberg

N. J. Maggiora

19. L.Tuttle

38.

R. Schwartz

20. L.Tuttle

39.

R. Schwartz

21. L.Tuttle

40.

R. Schwartz

22. J. Milam

41.

J. Nagl

22a. F. F-Chapel, E. Kempa

42.

J.Nagl

22b. R. Beattie, K. Chin,

43.

J. Nagl

M. Kaplan

44.

J.Nagl

23. J. Milam

45.

L. Haft

24. J. Milam

46.

L. Haft

47.

L. Haft

80.

48.

R. F. Curran

81.

49.

J. White

82.

50.

R. Gifford

83.

51.

P. Kutner

84.

52.

P. Kutner

85.

53.

P. Kutner

86.

54.

P. Kutner

87.

55.

P. Madland

88.

56.

R. Schwartz

89.

57.

J.Lee

90.

58.

W. Meagher

91

59.

W. Petchler

92

60.

H. Mahler

93

61.

R. Schwartz

94

62.

M. Holland

95.

63.

J. Cohen

96

64.

E. Jettmar

97

65.

W. Black

98
99

66.

F. Nisbet

67.

W. Petchler

100.
101
102
103
104
105
106

68.

C. Fang

69.

H. Howard

70.

J. Marfleet

71.

R. Schwartz

72.

J. Weglarz

73.

W . retchler

107.

74.

E. Kempa

75.

E. Kempa

108.

76.

W. Petchler

77.

W. Petchler

109.

78.

E. Kempa

110.

79.

E. Kempa

111.

H. B. Oppenheimer
H. B. Oppenheimer
L. Haft
L. Haft

H. B. Oppenheimer
H. B. Oppenheimer
L. Haft
L. Haft

R. J. Fleischman
R.J. Fleischman
R. J. Fleischman
R. J. Fleischman
R. J. Fleischman
R. J. Fleischman
W. Wilkins
W. Wilkins
W. Wilkins
W. Wilkins
W. Wilkins
W. Wilkins
W. Wilkins
W. Wilkins
R.J. Fleischman
R.J. Fleischman
R.J. Fleischman
H. Mikesell
H. Mikesell
E. White,
R. Wong
E. White,
R. Wong

E. McNulty

F. Ketcham
M. McConnell

DESIGNED BY
PROFESSOR CHARLES J. RIEGER
AND MR. ALEXANDER KOUZMANOFF
PRINTED BY COLUMBIA UNIVERSITY PRESS
NOVEMBER 1954